üHelps us to design instruction that promotes understanding and student engagement; üIs a recursive process, not a prescriptive program or instructional model; üLooks at instructional design from a “results” orientation; üProvides design tools and templates; üProvides design standards; üTargets achievement through a “backward design” process that focuses on assessment first and relevant instructional activities last; üChallenging professional work that requires self-assessment and reflection concerning classroom practice; üIs not opposed to content standards or traditional testing and grading; üExpects us to establish spirals of learning where students use and reconsider ideas and skill – vs. a linear scope and sequence; üRequires thoughtful reflection upon the use and warrant of knowledge; üAsks us to think of curriculum in terms of desired “performances of understanding” and then “plan backwards” to identify needed concepts and skills.
University of Louisville College of Education & Human Development
The lessons on this site were designed by students in the University of Louisville's summer course offered through the College of Education and Human Development titled, "Designing a Technology Rich Curricula". Lisa Johnson, instructor.
Understanding by Design
ü Is a recursive process, not a prescriptive program or instructional model;
ü Looks at instructional design from a “results” orientation;
ü Provides design tools and templates;
ü Provides design standards;
ü Targets achievement through a “backward design” process that focuses on assessment first and relevant instructional activities last;
ü Challenging professional work that requires self-assessment and reflection concerning classroom practice;
ü Is not opposed to content standards or traditional testing and grading;
ü Expects us to establish spirals of learning where students use and reconsider ideas and skill – vs. a linear scope and sequence;
ü Requires thoughtful reflection upon the use and warrant of knowledge;
ü Asks us to think of curriculum in terms of desired “performances of understanding” and then “plan backwards” to identify needed concepts and skills.